Jennifer Wada at 22:49, 16 April 2006

2006-04-16T22:49:39Z

Reid Ginoza at 04:04, 9 March 2006

2006-03-09T04:04:04Z

New page

as used by western navigators in
the 1830's (and, in fact, into
the early 1900's). While there
is no input of Polynesian
navigation, a lot is revealed
about the surprisingly high
academic level of instruction at
Lahainaluna in these early days.
It is clear from the text, and in
many illustrative navigational
problems and exercises, that the
students were required to have
ability in the following areas:
Basic geography (world wide).
Astronomical concepts (orbits and
relative distances of moon, sun,
planets, and fixed stars; the
thin atmosphere of earth in empty
space,- curvature of the earth and
its effect on the horizon;
refraction of light, etc.).
Worldwide time and its relation
to the earth's rotation.
Use of a sextant (at least in
principle) and drawing
instruments (in practice).
Abstract concepts, such as
comparison of real observations
with those which might be made by
a hypothetical observer at the
center of the Earth.
Use of mathematical tables of
various sorts (familiarity with
log tables) and the use of
logarithms in working numerical
problems—(Note: This was introduced
with no explanation in the
text). Trigonometry and the use
of tables of trig functions. Use
of a log-scale ruler (like a
slide rule without the slide) in
working problems. Working out of
quite complex problems, involving
many steps. (As an example, the
following quote is part of the
instructions for working up Lunar
Observations:
"From Table XIV, extract the
logarithm equal to the paralla>
and it is written in two
columns. Write down the
cosecant of the Lunar altitude
below the second (column), and
the cosecant of the solar
altitude under the first, and
the sine of the corrected
distance under the first, and
the tangent of the corrected
distance under the second. Add
these two columns (discarding
the interval 20), then look for
the logarithms in Table XIV,
where the two arcs are written.
If the first arc is greater
than the second, subtract the
excess from the corrected
distance; however, if the
second arc is greater than the
first, add the excess to the
corrected distance; and if the
corrected distance is greater
than 90° then subtract the sum
of the two arcs from the
corrected distance; this the
true distance.")
Comments of the Translation: My main
reaction is admiration for the way
that they were able so successfully to
put pretty heavy technical material
into Hawaiian, along with numerical
examples. This is a Manual, not just
a simplified introduction to the
subject. I know I would have a hard
time trying to put a lot of this
across in English, to college freshmen
today!
It's also clear that they had a
high opinion of the ability of their
students, or they wouldn't have taken
(what must have been) the very great
trouble of printing all this complex
stuff, with numerical tables and
examples of computations. (Setting
the type by hand—wow!)
The text is also an excellent
illustration of the general principle
that, for translation of technical
material, the translator had better
248

@@ Line 1: / Line 1: @@
-as used by western navigators in
+:as used by western navigators in the 1830's (and, in fact, into the early 1900's). While there is no input of Polynesian navigation, a lot is revealed about the surprisingly high academic level of instruction at Lahainaluna in these early days. It is clear from the text, and in many illustrative navigational problems and exercises, that the students were required to have ability in the following areas:
 the 1830's (and, in fact, into
-the early 1900's). While there
+:Basic geography (world wide).
 is no input of Polynesian
-navigation, a lot is revealed
+:Astronomical concepts (orbits and relative distances of moon, sun, planets, and fixed stars; the thin atmosphere of earth in empty space,- curvature of the earth and its effect on the horizon; refraction of light, etc.).
 about the surprisingly high
-academic level of instruction at
+:Worldwide time and its relation to the earth's rotation.
 Lahainaluna in these early days.
-It is clear from the text, and in
+:Use of a sextant (at least in principle) and drawing instruments (in practice).
 many illustrative navigational
-problems and exercises, that the
+:Abstract concepts, such as comparison of real observations with those which might be made by a hypothetical observer at the <u>center</u> of the Earth.
 students were required to have
-ability in the following areas:
+:Use of mathematical tables of various sorts (familiarity with log tables) and the use of <u>logarithms</u> in working numerical problems—(Note: This was introduced with no explanation in the text). <u>Trigonometry</u> and the use of tables of trig functions. Use of a log-scale ruler (like a slide rule without the slide) in working problems. Working out of quite complex problems, involving many steps. (As an example, the following quote is part of the instructions for working up Lunar Observations:
 Basic geography (world wide).
-Astronomical concepts (orbits and
+::"From Table XIV, extract the logarithm equal to the parallax and it is written in two columns. Write down the cosecant of the Lunar altitude below the second (column), and the cosecant of the solar altitude under the first, and the sine of the corrected distance under the first, and the tangent of the corrected distance under the second. Add these two columns (discarding the interval 20), then look for the logarithms in Table XIV, where the two arcs are written. If the first arc is greater than the second, subtract the excess from the corrected distance; however, if the second arc is greater than the first, add the excess to the corrected distance; and if the corrected distance is greater than 90° then subtract the sum of the two arcs from the corrected distance; this the true distance.")
 relative distances of moon, sun,
-planets, and fixed stars; the
+<u>Comments of the Translation</u>: My main
 reaction is admiration for the way
 that they were able so successfully to
 put pretty heavy technical material
 into Hawaiian, along with numerical
-examples. This is a Manual, not just
+examples. This is a <u>Manual</u>, not just
 a simplified introduction to the
 subject. I know I would have a hard
 time trying to put a lot of this
-across in English, to college freshmen
+across in <u>English</u>, to college freshmen
 today!
 It's also clear that they had a
 high opinion of the ability of their
@@ Line 93: / Line 35: @@
 examples of computations. (Setting
 the type by hand—wow!)
 The text is also an excellent
 illustration of the general principle
 that, for translation of technical
 material, the translator had better
+{{p|248}}

Template:Nhsc-v1-248 - Revision history

Jennifer Wada at 22:49, 16 April 2006

Reid Ginoza at 04:04, 9 March 2006